Justice

Step 1: Justice is formed through a balance of many values. Step 2: Equality need merit rights and process matter differently in different situations. Step 3: In exams write a balanced answer with an example.

Step 1: Justice requires equal treatment in similar situations. Step 2: But ignoring different needs can also create injustice. Step 3: In exams always mention the balance between equality and need.

Step 1: A right may be equal on paper. Step 2: But without access some people cannot use that right. Step 3: In exams examine both right and access.

Step 1: The veil of ignorance assumes that a person does not know their caste wealth or position. Step 2: This pushes the person toward rules that are safe for all. Step 3: Remember it as an imagination of fairness.

Step 1: Rawls speaks about fair rules. Step 2: Rules are more just when they protect a person even in a weak position. Step 3: In exams connect Rawls with protection of the least advantaged.

Step 1: In formal equality rules are the same for everyone. Step 2: A barrier like fees can keep poor students away from opportunity. Step 3: In exams identify the difference between formal equality and real opportunity.

Step 1: Merit can be important in competition. Step 2: But in relief distribution need and seriousness of suffering matter more. Step 3: In exams choose the basis of justice according to the situation.

Step 1: Procedural fairness is related to the method of reaching a decision. Step 2: Clear rules and hearing strengthen a just process. Step 3: In exams connect procedure with rules and hearing.

Step 1: Justice does not depend only on outcome. Step 2: Hearing both sides in the process is necessary. Step 3: In exams check the process even when the outcome looks good.

Step 1: Charity may depend on someone's willingness. Step 2: Rights give a person a rightful claim and protection. Step 3: In exams understand social justice as rights based.

Step 1: Respectful words are important but not enough. Step 2: Dignity also needs secure life conditions and opportunities. Step 3: In exams connect dignity with rights and opportunities.

Step 1: Information is necessary to benefit from a scheme. Step 2: Without information poor or remote groups may remain excluded. Step 3: In exams connect information with access and transparency.

Step 1: Power should be bound by rules and public interest. Step 2: Using power for private benefit creates bias and injustice. Step 3: In exams connect power with accountability.

Step 1: Through taxation the state raises resources for public work. Step 2: Education health and support schemes can expand opportunities. Step 3: In exams connect taxation with public interest and social justice.

Step 1: In the market the ability to get facilities can be affected by wealth. Step 2: Poor people may remain away from services like education or health. Step 3: In exams write the relation between market and justice in a balanced way.

Step 1: A welfare state pays attention to citizens' basic needs. Step 2: Public education health and relief schemes increase real opportunity. Step 3: In exams connect the welfare state with social justice.

Step 1: In a hospital the needs of all patients are not the same. Step 2: Treating a serious patient first is based on seriousness of need. Step 3: In exams connect health examples with need based justice.

Step 1: In competition performance and merit matter. Step 2: In a painting competition the winner should be chosen on artistic skill. Step 3: In exams identify merit in competition examples.

Step 1: When work and responsibility are similar wage difference can be unfair. Step 2: Equal pay strengthens fairness and equal treatment. Step 3: In exams write equal work and equal pay together.

Step 1: Justice does not call every difference wrong. Step 2: Difference based on responsibility skill and workload can be fair. Step 3: In exams distinguish fair basis from bias.

Step 1: Special support can aim to reduce unequal barriers. Step 2: Favoritism is linked with private benefit or benefit without reason. Step 3: In exams distinguish them by purpose.

Step 1: A policy like reservation should be understood through its purpose. Step 2: If the purpose is to reduce historical disadvantage and expand opportunity it connects with social justice. Step 3: In exams always write the context of the policy.

Step 1: Hearing gives a person a chance to present their side. Step 2: Proportionate punishment matches the seriousness of the wrong. Step 3: In punishment questions check both process and balance.

Step 1: Punishment should be balanced according to the mistake. Step 2: Very harsh punishment for a small mistake breaks just balance. Step 3: In exams check the proportion between wrong and punishment.

Step 1: Rule of law says decisions will be made according to rules. Step 2: This reduces arbitrariness by any person or institution. Step 3: In exams connect rule of law with fair order.